Moving to their own beat: Exploring how students use web 2.0 technologies to support group work outside of class time
Over the years, researchers have consistently reported that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats (Beckman, 1990; Chickering & Gamson, 1991). The majority of these research studies have focused on cooperative learning techniques in the classroom, but there are few studies that have investigated the impact of group work and peer instruction on student learning outside of the classroom. A similar trend appears to exist with regards to student use of technology. There are a number of studies that have explored student use of technology in the classroom (Barnett, 2006; Graham, Tripp, Seawright & Joeckel, 2007; Hoekstra, 2008), but not many document how students are using technology to support learning beyond the classroom. The purpose of this research study was to address these gaps in the literature: How do students use Web 2.0 technologies to support group work outside of class time?
Comparing student success between developmental math courses offered online, blended, and face-to-face.
Community colleges are increasing their enrollment faster than four-year universities and have also had the highest growth rate in online learning enrollments in higher education. This increase in community college enrollment and specifically in online and developmental courses, leads to a need for research with this population; sadly, very little research focuses on online students in community colleges. The purpose of this paper is to present a research study which compared student success in a Developmental Math course offered in three different learning environments (online, blended, and face-to-face). Using quantitative instruments, data from 167 participants was collected including, demographic information, unit test grades and standardized Intermediate Algebra Competency Exam scores. Results of a one way ANOVA showed that there were significant differences between learning environments with the students in the blended courses having the least success. Additional analysis was done to address issues of attrition since attrition rates are high for community college students and online students. Data analysis with the attrition adjusted sample showed that the face-to-face students performed most poorly. The findings of this study contradict the current research findings of no significant difference in success based on learning environment.
The Impact of Frequency on Achievement in Online Courses: A Study from a South Texas University
For over a decade, the learning management system (LMS) has been the primary method of delivering online learning. However, research related instructional design and pedagogical practices within this environment is still in its infancy as compared to face-to-face learning. While several frameworks for understanding pedagogical strategies and activity optimization exist, they do not address granular level issues such as optimal student interaction patterns. This study addresses this issue by exploring a case study of over 1600 online learners at Texas A&M University at Kingsville. Researchers looked at student demographics and activity patterns as they relate to cognitive outcomes.
The Social promise of educational technology: The case of the Time To Know program
This article explores the effects of the Time To Know program, a comprehensive technology-rich learning environment, on low socio-economic status (SES) students' learning achievements in Mathematics, Hebrew, and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 fifth-grade students from low-SES who joined a Time To Know program in Israel and 42 fifth-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students’ Mathematics, Hebrew, and EFL achievements. In addition, the findings showed that, as a result of learning in the Time To Know environment, the knowledge and skills gap between the low SES students was significantly narrowed. This article is based on data collected in an evaluation study conducted by Manny-Ikan, and Berger-Tikochonski, (2010).